Plan for partnership
Include a brief outline of the issue/problem, think SMART goals for your objective(s) I would only pick one or two objectives – and then create your key steps in the plan and opportunities for leadership skills from this issue. The criteria also asks you to reference policy/legislation documents again so make sure you include these)
- Context
- Objectives of the plan
- Key elements of the plan
- Opportunities
Skills required (thinking about these points what skills do educators require to build on these, you can discuss more than one point in a paragraph if they go together, but these are what you need to discuss, link back to the unit readings and use the terminology from the readings – i.e. key words).
- Cultural consideration
- Reflective practice
- Communication
- Mindset
- Engagement
- Data collection
- Challenges
Approaches for partnerships (ensure you cover collaboration and co-design, strategies to build and maintain trust, possible challenges in implementing the plan)
Evaluation of your plan (discuss how you’ll evaluate your plan, what data will you collect and how will you use it to evaluate what you have planned – this isn’t an evaluation of the plan but how you could evaluate it)
Assessment Summary and Mentor-Guided Approach
Summary of Assessment Requirements
This assessment requires students to develop a Plan for Partnership addressing an identified issue or problem within an educational context. The plan must:
- Outline the context and issue/problem being addressed.
- Establish 1–2 SMART objectives relevant to the partnership.
- Present the key elements of the plan, including actions and strategies.
- Analyse opportunities and leadership skill development emerging from the issue.
- Link the discussion to relevant policy and legislation.
- Discuss essential educator skills including:
- Cultural consideration
- Reflective practice
- Communication
- Mindset
- Engagement
- Data collection
- Challenges encountered
- Explain approaches for partnerships, covering collaboration, co-design, trust-building strategies, and anticipated challenges.
- Provide an evaluation strategy, explaining what data will be collected, how, and how it will be used to evaluate the effectiveness of the plan.
The assessment must integrate unit readings, include terminology from the learning materials, and demonstrate professional reasoning aligned with frameworks relevant to early childhood education.
How the Assessment Was Approached by the Academic Mentor
1. Understanding the Context and Issue
The mentor guided the student to begin by clearly defining the educational setting, identifying the specific problem, and connecting it to relevant policies/legislation (e.g., EYLF, NQS, Child Safe Standards, Anti-Discrimination Act).
The student was supported in articulating why this issue requires a partnership approach and how it aligns with professional standards.
2. Establishing SMART Objectives
The mentor helped the student narrow the focus to two measurable and achievable objectives, ensuring they were:
- Specific to the identified issue
- Measurable through observable indicators
- Achievable within the setting
- Relevant to stakeholder needs
- Time-bound within the project timeframe
This step ensured clarity in later planning.
